Understanding of ‘Equality, Justice and Equity’ among First Year Undergraduate Students of BPKIHS

2019 ◽  
Vol 2 (1) ◽  
pp. 83-88
Author(s):  
Sumit Sharma ◽  
D R Shakya ◽  
S Adhikari ◽  
V A Chetri ◽  
R R Singh
Keyword(s):  
Medical Education ◽  
Informed Consent ◽  
Undergraduate Students ◽  
Learning Opportunities ◽  
Health Science ◽  
First Year ◽  
The Rich ◽  
Knowledge And Attitude ◽  
Teaching Learning ◽  
In The Beginning

Background: Understanding of ‘Equality, Justice and Equity’ at the beginning of medical education will have a great bearing in future career. Objectives: To assess understanding of ‘Equality, Justice and Equity’ among the first year undergraduate students of BPKIHS who were in the beginning of health science/ medical education Methods: This is an academic institute based study carried out among the first year undergraduate students (BSc.- Nursing, BSc.- Allied, BDS and MBBS) of BPKIHS, based on convenient sampling. This included the responses of 181 subjects giving written informed consent. The ‘semi-structured proforma’ and the pretested ‘Bioethics Awareness, Knowledge and Attitude’ questionnaire were used to collect the responses. Results: We had 55% female subjects, more from urban settings (65%). Many students were aware about Bioethics and willing to be a part of Bioethics group. Half of the participants felt the need to discuss their patients’ information with their colleagues. More of them (38%) were not sure not about charging more for service on the rich to compensate for the poor while one fifth (22%) favored and one fifth (20%) disagreed. Most of the participants believed that patient’s wishes should always be adhered to. A few respondent students (4%) also believed that doctors and nurses should refuse to treat violent patients. Majority of the participants had heard of taking informed consent and agreed unentertaining patient’s questions during their posting. Conclusion: There should be various modes of enhancing the teaching learning opportunities for the medical students to learn about ethics and ethical principles including ‘Equality, Justice and Equity ‘and to enhance their positive view.

scholarly journals Student satisfaction with online teaching in times of COVID-19

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
María-Consuelo Sáiz-Manzanares ◽  
Joana Casanova ◽  
José-Alberto Lencastre ◽  
Leandro Almeida ◽  
Luis-Jorge Martín-Antón
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Quantitative Research ◽  
Driving Forces ◽  
Health Science ◽  
First Year ◽  
Social And Economic Development ◽  
E Learning ◽  
Teaching Learning

Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching); (2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge. La Educación Superior es uno de los motores del desarrollo social y económico de los países, teniendo como objetivo último el de facilitar una formación académica de calidad. En la actualidad, los modelos de enseñanza-aprendizaje en entornos virtuales implican retos importantes, específicamente en la actual situación por la COVID-19. Algunos de estos desafíos se abordarán en este estudio. Se trabajó con 225 estudiantes de tercero de grado en titulaciones de Ciencias de la Salud, a lo largo de dos cursos académicos impartidos durante la situación de pandemia. Los objetivos fueron: 1) comprobar si existían diferencias significativas en la satisfacción de los estudiantes con el proceso docente respecto del primer año de pandemia (se aplicó docencia e-Learning) vs. el segundo año (se aplicó docencia b-Learning); 2) comprobar si existían diferencias significativas en los resultados académicos entre ambos grupos. Se realizó una investigación cuantitativa (se utilizó un diseño factorial 2x2, ANOVA y ANCOVA) y otra cualitativa (se utilizó un diseño comparativo con análisis de categorización). Los resultados indican diferencias en algunos aspectos de la satisfacción y en los resultados de aprendizaje, a favor de la docencia en el segundo año. Los estudiantes valoraron positivamente el uso de metodologías activas y de recursos tecnológicos, si bien concluyeron que su uso exigía más tiempo de trabajo. Futuros estudios se dirigirán a contrastar la satisfacción de estudiantes en otras ramas de conocimiento.

scholarly journals Students’ experience with literature in medical education

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Marina Nahas Mega ◽  
Bárbara Cazula Bueno ◽  
Eduarda Campos Menegaço ◽  
Mariani Pereira Guilhen ◽  
Danielle Abdel Massih Pio ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Students ◽  
Medical Training ◽  
Teaching Strategy ◽  
Biomedical Model ◽  
Structured Interviews ◽  
Representative Model ◽  
Teaching Learning ◽  
In The Beginning

Abstract: Introduction: The National Curricular Guidelines (NCG) for medical school bring the teaching of Humanities, among them Literature, as a way to overcome the biomedical model. Literature can strengthen compassion directed to the ‘other’. It starts with a curriculum organized by active teaching-learning methodologies. Objective: This study aims to understand the experiences of students from a Medical School in the interior of São Paulo who had contact with literary texts in the beginning of medical school, creating a representative model based on the experience. Method: This is a qualitative research guided by the Grounded Theory. The data collection was carried out through semi-structured interviews with undergraduate students who were randomly chosen from all years of the Medical School. The only inclusion criteria was the participation in groups coordinated by a teacher who had used literature as a teaching strategy. Twelve interviews were carried out, transcribed and codified. The sampling was performed by theoretical saturation. Results: The created categories were: 1. “Identifying the importance of the literature and Arts in Medical School, seeking a rupture from the biomedical model, while improving empathy and the humanization of care”; 2. “Reflecting on the use of artistic tools to learn practical contents in Medicine and to provide psychosocial knowledge”; 3. “Proposing a possible curricular systematization, considering active methodologies and other artistic forms”; 4. “Recalling the tales that are more often associated to the student’s personal interest, which can promote the integration with all the acquired knowledge”. Based on these categories, it was possible to create the representative model of the experience that relays the students’ satisfaction with literature in medical education, enhancing the humanization of care; however, there is a need for curriculum homogenization, aiming at organizing the activity and the learning opportunity for others students. Conclusion: The model comprises the idea that literature enhances the humanization of care and is able to establish a rupture from the biomedical model. The study potential lies in proposing strategies to the community and academic management, aiming to strengthen humanization in curricular perspective of medical training.

scholarly journals Perception of Online Lectures among Undergraduate Medical, Dental and Nursing Students during COVID-19 Pandemic: a Cross-Sectional Study at a Tertiary Teaching Hospital

2021 ◽  
Vol 6 (2) ◽  
pp. 1522-1528
Author(s):  
Deependra Prasad Sarraf ◽  
Gajendra Prasad Rauniar ◽  
Basant Kumar Karn ◽  
Ramayan Prasad Kushwaha ◽  
Shashi Keshwar
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Activities ◽  
Cross Sectional ◽  
Safe Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Tertiary Teaching ◽  
Teaching Learning

Introduction: The COVID-19 pandemic significantly affected medical education and has forced educators to switch to online teaching-learning activities worldwide. Online teaching-learning activities has ensured the safe delivery of the lectures to the students. Objective: To assess the perception of students towards online lectures and to analyze the perceived barriers to online learning in our context during the COVID-19 lockdown period. Methodology: A cross-sectional online descriptive study was conducted among undergraduate students at a tertiary teaching college in Eastern Nepal during September-November 2020. The link of the Google form consisting of the semi-structured questionnaire was sent to the students through email. Descriptive statistics frequency and percentage were calculated using Microsoft Excel 2010. The study was approved by the Institutional Review Committee (IRC/2069/20). Results: A total of 211 students participated in the study. Mean age of the students was 20.5±1.5 years. Out of 211, 130 (61.61%) students used smartphones to attend online lectures and 176 (83.41%) students had not attended any online classes before the COVID-19 pandemic. The most common perceived advantage of the online lectures was availability of recorded lectures (186, 88.15%) whereas reduced interaction (179, 84.83%) was the most common disadvantage. More than half (126, 59.72%) of the students disagreed/strongly disagreed that online lectures are more effective than traditional face-to-face lectures. Conclusions: Most of the students had negative perception towards the online lectures. The study findings recommend using a hybrid of conventional face-to-face classroom based teaching and newer online teaching-learning activities for delivering medical education.

scholarly journals Experiência de estudantes com a literatura na formação médica

2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Marina Nahas Mega ◽  
Bárbara Cazula Bueno ◽  
Eduarda Campos Menegaço ◽  
Mariani Pereira Guilhen ◽  
Danielle Abdel Massih Pio ◽  
...  
Keyword(s):  
Medical School ◽  
Undergraduate Students ◽  
Medical Training ◽  
Teaching Strategy ◽  
Biomedical Model ◽  
Structured Interviews ◽  
Knowledge Based ◽  
Representative Model ◽  
Teaching Learning ◽  
In The Beginning

Abstract: Introduction: The National Curricular Guidelines (NCG) for medical school bring the teaching of Humanities, among them Literature, as a way to overcome the biomedical model. Literature can strengthen compassion directed to the ‘other’. It starts with a curriculum organized by active teaching-learning methodologies. Objective: This study aims to understand the experiences of students from a Medical School in the interior of São Paulo who had contact with literary texts in the beginning of medical school, creating a representative model based on the experience. Method: This is a qualitative research guided by the Grounded Theory. The data collection was carried out through semi-structured interviews with undergraduate students who were randomly chosen from all years of the Medical School. The only inclusion criteria was the participation in groups coordinated by a teacher who had used literature as a teaching strategy. Twelve interviews were carried out, transcribed and codified. The sampling was performed by theoretical saturation. Results: The created categories were: 1. “Identifying the importance of the literature and Arts in Medical School, seeking a rupture from the biomedical model, while improving empathy and the humanization of care”; 2. “Reflecting on the use of artistic tools to learn practical contents in Medicine and to provide psychosocial knowledge”; 3. “Proposing a possible curricular systematization, considering active methodologies and other artistic forms”; 4. “Recalling the tales that are more often associated to the student’s personal interest, which can promote the integration with all the acquired knowledge”. Based on these categories, it was possible to create the representative model of the experience that relays the students’ satisfaction with literature in medical education, enhancing the humanization of care; however, there is a need for curriculum homogenization, aiming at organizing the activity and the learning opportunity for others students. Conclusion: The model comprises the idea that literature enhances the humanization of care and is able to establish a rupture from the biomedical model. The study potential lies in proposing strategies to the community and academic management, aiming to strengthen humanization in curricular perspective of medical training.

Knowledge and Attitude Toward Emergency Contraceptive Pills Among First-Year Undergraduate Students in Southern Thailand

2021 ◽  
Author(s):  
Siranee Yongpraderm ◽  
Suriyon Uitrakul
Keyword(s):  
Undergraduate Students ◽  
Survey Study ◽  
First Year ◽  
Cross Sectional Survey ◽  
First Year Students ◽  
Emergency Contraceptive Pills ◽  
Contraceptive Pills ◽  
Emergency Contraceptive ◽  
Knowledge And Attitude ◽  
The University

Abstract Background: The objective of this study was to investigation of the knowledge and attitude towards emergency contraceptive pills (ECPs) among first-year undergraduate students in a university in Thailand.Methods: This cross-sectional survey study was performed using the developed questionnaires that was validated by four experts. The questionnaires were distributed to all the first-year students in the university via an online platform. The characteristic data were descriptively analyzed and the knowledge data were analyzed using Chi-square test, Mann-Whitney U test and one-way ANOVA.Results: A total of 335 students who responded to the questionnaires and met the eligible criteria for the study was analyzed. The mean knowledge score of all respondents was 7.76±0.15 out of 15. The most correct-answered questions were the questions relating to efficacy and safety of ECPs in pregnant women (78.5% and 72.2% corrected, respectively). On the contrary, the least correct-answered questions were about the ECP regimens and using ECPs instead of combined oral contraception (COC) (30.4% and 34.9%, respectively). In addition, the results indicated that experience in using ECPs and in ECP education were significant factors in high scores of knowledge. Moreover, most respondents trusted and would like to receive the information on ECPs from health professionals in hospitals, academic institutions, or pharmacies.Discussion: The average knowledge of ECPs of first-year students in a university in Thailand was at a moderate level. More knowledge about the regimens of the drug and using ECPs instead of COC should be advised to students, particularly at the university or pharmacies, and should be done by healthcare staff.

scholarly journals First-year students’ essay writing practices: Formative feedback and interim literacies

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Emmanuel Esambe ◽  
Cina Mosito ◽  
Subethra Pather
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Health Science ◽  
Formative Feedback ◽  
First Year ◽  
Participatory Action ◽  
First Year Students ◽  
Essay Writing ◽  
Writing Practices ◽  
Academic Transitions

The varying literacy standards that undergraduate students represent are a reflection of their interim grasp of academic literacy (Paxton 2007). The aim of this study is to analyse a small group of undergraduate first-year students’ depiction of their interim grasp of academic writing and to reflect on how lecturers use formative feedback to respond to specific issues regarding students’ academic transitions within their discipline. Using an emancipatory methodology, this study was designed as a participatory action research. Qualitative data from focus group interviews with lecturers and photovoice presentations by first-year dental technology students were used to explore how students demonstrated their interim grasp of academic essay writing in a Health Science department at a university of technology. However, this article, which is part of a broader study, analyses a small class of first-year students’ depiction of their interim grasp of essay writing and reflects on how their lecturers use formative feedback to respond to these students’ academic transitions within their discipline. Using activity theory and morphogenetic realist theory to analyse essay writing activities during an intervention, the study reveals that images are potent artefacts that students and lecturers use to build meaningful dialogue during essay writing in an uneven terrain.

scholarly journals Increased learning by using board game on muscular system physiology compared with guided study

2019 ◽  
Vol 43 (2) ◽  
pp. 149-154 ◽  
Author(s):  
Kelly Cristina Gavião Luchi ◽  
Lais Tono Cardozo ◽  
Fernanda Klein Marcondes
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
First Year ◽  
Board Game ◽  
Muscular System ◽  
Significance Level ◽  
System Physiology ◽  
Improved Learning ◽  
Student’S T ◽  
Teaching Learning

The aim of this work is to describe the “Muscular System Game,” created to assist in the teaching-learning process concerning the physiology of the muscular system, and to evaluate its effect on the learning of university students. Participating in this study were first-year undergraduate students of the pharmacy course (game group, n = 21, 5 men and 16 women, age 23.57 ± 4.92 yr) and the nursing course (control group, n = 22, 2 men and 20 women, age 22.90 ± 4.93 yr), who had the same level of preparation. After theoretical classes concerning the physiology of the muscular system, all students were instructed to study the topic. In the next week, the students of the game group performed the activity with the board game, and the students of the control group undertook a guided study activity, which contained a list of exercises with the same questions used in the game, to be answered by groups. In the week following these activities, all of the students answered evaluation questions about the topic. The scores obtained for the two groups in the evaluation were compared using Student’s t-test for unpaired samples, considering a significance level of 0.05. The score obtained for the control group (5.78 ± 0.38) was significantly lower than the score for the game group (7.50 ± 0.47; P < 0.05). The results obtained indicating that the use of an educational board game about the physiology of muscle contraction resulted in significantly improved learning, compared with the use of guided study.

scholarly journals Smartphone Compatible versus Conventional Ophthalmoscope: A Randomized Crossover Educational Trial

2021 ◽  
Vol 13 (02) ◽  
pp. e270-e276
Author(s):  
Rachel Curtis ◽  
Mark Xu ◽  
Daisy Liu ◽  
Jason Kwok ◽  
Wilma Hopman ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Medical Students ◽  
Gold Standard ◽  
Learning Opportunities ◽  
Ease Of Use ◽  
Optic Disk ◽  
First Year ◽  
Chi Square ◽  
First Year Medical Students

Abstract Objective The aim of the study is to compare performance and ease-of-use (EOU) of optic disk assessment using a smartphone direct ophthalmoscope attachment (D-EYE) to the gold standard direct ophthalmoscope (DO). Design The type of study involved is prospective, randomized, crossover, and educational trial. Participants The participants involved were first year medical students inexperienced in ophthalmoscopy. Methods Optic disks of standardized and volunteer patients were examined using the D-EYE and a conventional DO. Optic disk identification, EOU ratings of the devices, self-reported confidence level in their examination with the devices, and estimation of vertical cup-to-disk ratio (VCDR) were compared. Analyses included Chi-square tests, independent samples t-tests, correlations, and multivariable linear regression. Results Forty-four medical students voluntarily participated in the study. Students using the DO required more attempts (3.57 vs. 2.69, p = 0.010) and time (197.00 vs. 168.02 seconds, p = 0.043) to match the patient's fundus to the correct photograph. Overall EOU between the devices (6.40 vs. 4.79, p < 0.001) and overall confidence in examination (5.65 vs. 4.49, p = 0.003) were greater when using the D-EYE. There were no statistically significant differences in accuracy of VCDR estimations between the two ophthalmoscopes. Conclusion Smartphone ophthalmoscopy could offer additional learning opportunities in medical education and may be considered in clinical practice by non-specialist physicians given its greater EOU and increased success in visualizing the optic disk.

scholarly journals Designing active Maths for undergraduate STEAM students

2021 ◽  
Author(s):  
Domenico Brunetto ◽  
Ana Moura Santos
Keyword(s):  
Pilot Study ◽  
Linear Algebra ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Class Discussion ◽  
First Year ◽  
Linear Transformations ◽  
Learning Mathematics ◽  
Specific Goal ◽  
Teaching Learning

This work presents a set of student-centred activities that may help undergraduate students understand mathematics in their first year of a STEAM degree. In particular, the authors refer to the difficulties students meet in making connections between syntactic and semantic dimensions in learning mathematics, especially in Linear Algebra topics. The specific goal of this paper is to present and discuss how it can work in the case of linear transformations. This topic stands in the middle of every Linear Algebra standard course and is pivotal in many recent applications, such as computer graphics. The study describes the teaching-learning experience and reports the results of the first pilot study, which involves about 100 undergraduate Architecture students of Politecnico di Milano. One of the peculiarities of this work is its context since the class is composed of heterogeneous group of students, in terms of knowledge background and attitudes towards mathematics. The main findings of this paper are underlining how a student-centred strategy, based on asynchronous activities and synchronous class discussion, allows misconceptions to emerge and be appropriately addressed

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